Multicultural Counseling:  Innovative Model

Spring 2005

FACULTY: Heesoon Jun, Ph.D.

Office: Lab II, 2267: Telephone (360) 867-6855: E-mail (junh@evergreen.edu)

Office Hour: By Appointment only

CLASS SCHEDULE:  Tuesday:               9:00 AM – 3:30 PM           

                                          Thursday:              9:00 AM – 3:30 PM

WEEKLY SCHEDULE

*Schedule is subject to change to accommodate guest speakers.

EXPECTATIONS OF AN EVERGREEN GRADUATE

1. Articulate and assume responsibility for your own work.

2. Participate collaboratively and responsibly in our diverse society.

3. Communicate creatively and effectively.

4. Demonstrate integrative, independent and critical thinking.

5. Apply qualitative, quantitative and creative modes of inquiry appropriately to practical

    and theoretical problems across disciplines.

6. As a culmination of your education, demonstrate depth, breadth and synthesis of

learning and the ability to reflect on the personal and social significance of that   learning.

I.  LEARNING OBJECTIVES

You will

A.    be able to understand  “Ethical Principles of Psychologists and Code of Conduct” by American Psychological Association (2002).

B. be able to compare and contrast “The Law Relating to Psychologists” by Washington  State Dept. of Health and  “Ethical Principles of Psychologist and Code of Conduct” by American Psychological Association (APA)

C. examine validity of B in a multicultural setting.

D. examine interwoven relationships among your “Special Identity”, your thinking patterns (hierarchical, dichotomous, linear, holistic, etc.) and your philosophy of life [“Agent vs. Target (Victim)”].  Learn their impact on being an effective counselor and/or a seminar member.

E. be able to differentiate personal issues from academic issues.
(1) be able to differentiate between transference (stimulus generalization) issues triggered by a  particular statement from a member of the learning community and the real issue.
(2) be able to differentiate between your perception and objective reality.
(3) be able to use “I” message instead of “you” message.
(4) be able to differentiate realistic expectation from that of inappropriate or unrealistic expectations (self, other students, and faculty).

F.  increase intercultural competence through internship, small group work, seminaring, movement, art workshops, Progoff’s journal exercises, and  guest speakers.

G. evaluate your own multicultural counseling competency and counselor competency from personal and professional ethics.            

H. assess the impact of “Internalized Oppression” on  negative, hierarchical and target (victim) perspective thinking patterns.

I.    create innovative ways to deconstruct and transcend your own hierarchical, linear and dichotomous thought patterns.

J. learn to be flexible and to develop compassion for other students through your own “special identity” experience (i.e. certain racial group, gender, sexual orientation, class, disability, language, religion, age, etc.) rather than insisting your special identity is more important (hierarchical thinking) than others’.

K. integrate and synthesize the year long program content to develop essentials for
multicultural counseling theory and practice. 

II.  REQUIREMENTS

 A.  Program Expectations

1. Honor the program covenant which you signed at the beginning of the Fall Quarter.  Please read syllabus before asking about due dates for assignments.

2. Commit yourself as a co-creator of the program (balancing self with community).Assert yourself as a member of the learning community if you feel the other member is monopolizing the class.  No one knows what and/or how you are feeling or thinking unless you communicate directly.  You matter as much as the other students. Give another member an opportunity to speak if you have talked more than your share.  The crucial component of being an effective counselor is not how much s/he talks but how well s/he listens to the client.  One of the most difficult tasks in teaching is how to assist students who monopolize the class to be considerate of others in the learning community.  Please help me by creating ways to encourage all members to participate equally.Revisit the Fall and Winter Quarter materials and interconnect with Spring Quarter materials.

3. Your first priority is your program and not your internship.  You receive 10 credits for the program and 6 for the internship.  Do not be distracted by internship supervisor’s or staff’s temptation (attending staff meetings, workshops, courts, parents’ meetings, etc.).  It is up to you to choose how much time you want to spend at your internship site as long as it does not interfere with your commitment to the program and it does not lead you to imbalance.

4.   Please do not resist or be upset over the program requirements.  Your verbal and non-verbal language influence the learning community.  All the program requirements have multilayered and multidimensional learning objectives which are mindfully accumulated by my years of experience asa faculty and psychologist.  Your trust in me will facilitate creating an optimal learning environment for the learning community.

5.   Please SILENCE your cell phone as soon as class starts.

B.   Multicultural Counseling Theory and Practice Synthesis Paper

1   Integrate personality and multicultural theories, abnormal psychology (psychological

disorders), learning from counseling skill practices, multicultural counseling  competency, intercultural awareness, agent vs. target (victim), identity development, special identity, internalized oppression, internship experience, and quantitative research interpretations, ethics, knowledge from all the reading materials, movement activities, art activities, Progoff’s Journal exercises, hierarchical, linear, and dichotomous thinking patterns, holistic thinking patterns, inter and intra communication patterns, defense mechanisms, small group processing, and guest speakers, etc.

2 Then develop your own theory and practice of multicultural counseling

• (Maximum 7 pages, DUE: 9th Week Thursday).  Only papers meeting the page requirement will be read by faculty.  The purpose of limiting the page numbers is for you to practice revising which requires your ability to depict precisely by using analytical and critical reasoning skills.  You may revise 6 to 10 times and the process will allow you to synthesize and integrate the year’s learning.  The real learning takes place in the process.

3.   Your synthesis paper will include both 1 and 2.

4.  Submit a one-page summary of your own multicultural counseling theory.
     This is for a booklet for your graduation present (DUE: 9th  week Thursday).     

C.  Learning Summary

1.Submit your learning Summary on the 3rd, 5th, and 7th week Thursday.

            Include     

(1)  what you have learned from your internship site (focus should be Ethics).

(2)what you have learned from the guest speaker(s).

(3) what you have learned from in class exercise/workshops.

(4)  feedback on your seminar participation and content and state (a) how

many pages you have read for each seminar reading, (b) how you have read (skim, thorough, etc.), (c) if you have skimmed, what was the reason and how often did you skim the seminar book this quarter?  (d) how did you feel last time you skimmed the seminar book (especially during the seminar)?  (e) is this your pattern?

(5)   learning the program content besides the book seminar reading (lectures, other readings, and small group meeting, etc.) and state (a) how many pages you read, (b) how you read (e.g.,skimmed), (c) how you felt during class lectures and discussions on the readings.

(6)   what you have learned from  Progoff’s  “At a Journal Workshop”.

(7) what you have learned from weekly small group processing: (a) did you makeit to your group within 10 minutes after class?  (b) who was present in your group, (c) how long did you stay? (d) how many hours did you spend discussing the program content, editing and giving feedback on learning summaries?  (e) how many hours did you spend socializing?  (f) describe your group activity.  (g) who monopolized the group and how did you feel about it?

(8)Describe yourself on accountability for social change within the learning community.

Maximum 2 pages.   At least 2 peer critiques before submitting.  Peer signed offs required on your learning summary draft.  Please submit your revised final draft which incorporated your peers’ input, with rough draft(s) with peer signed offs.  All papers need to be stapled/tied together with a paper clip.  You are required to spend at least 2 hours/week for group work outside the class including revision, videotape critique, and the program content in-depth processing.  The two hours do not include socializing.  If you want to socialize do so after the required activity.  The required two hours carry the same weight as your classroom attendance.  Please make sure you give feedback to your peers.  Your feedback on your peers’ learning summaries is one of the sources for me to assess your critical reasoning skills and your communication skills. 

D.   Psychological Disorder(s) from Weekly Seminar Book

1.  Assess a character or a theme (idea) from DSM-IV-TR perspective.  Please be specific in describing a psychological disorder on the basis of DSM-IV criteria. For example, choose a particular disorder which you think describes the character.  Then, go through each criterion (DSM-IV) and find specific descriptions of the character from the book to support your diagnosis...Maximum 2 pages and Due: RIGHT BEFORE  Sminaring.

E.  Book Seminaring  There will be an in-class essay each week before book seminaring and the content will be rated on a 1-5 point scale.

Seminaring is the heart of Evergreen education when all students complete the book and participate collaboratively in intellectual sharing, challenging and learning different perspectives.  The quality of book seminars decreases when some students do not complete the book and seminar on the basis of incomplete knowledge or, when some students monopolize the seminaring.  In an attempt to encourage all of you to take care of your body, mind and soul, I will ask those who did not finish the book to observe seminaring.  I will ask full presence of each student and will also ask seminar participants to be mindful of balancing speaking and listening in order to create the learning community.  Please be mindful of how often you speak, how long you speak (minutes) per time, and whether there will be enough time for all learning community members who completed the book to share their feedback or ideas.

1. Find the author’s main points as you read and what evidence, arguments, or reasons the author uses to support these main points.  (2) find connections between the program’s lectures, workshops, other readings, and the seminar readings.

2.Articulate clearly by using specific examples from text including page numbers and passages, etc.  

3. Pursue intellectual curiosity by asking specific questions and/or stating a particular point from the text (including page number) to the seminar group.  Argue the author’s point from your perspective and not your general personal opinions.  Learn from diversity of opinions and ideas.  Being offended when others disagree with your ideas and/ or opinions prevents you from learning to think from multiple perspectives.

4. Use respectable communication skills (e.g. “I” message) to disagree with other’s opinions.

5.   Take responsibility to make yourself intellectually challenged by initiating questions  

and/or comments to the seminar group.  You can only be BORED or NOT CHALLENGED when you become a passive learner who waits for someone else to speak on what you would like to discuss.  No one can read your mind.  Be active for your own education.

6. Involve others by asking their opinions on the topic to avoid monopolizing (letting a few people dominate the discussion leads to an unsuccessful seminar). 

7.   Recognize that we are discussing abstract ideas rather than attacking or devaluing personal opinions.

8.    Be accountable for keeping discussions on target (and away from huge tangents).

9.    Integrate learning from the book with this week’s other learning material (including other readings for the week), and the fall and winter quarters’ learning.

F.  Multicultural Psychological Counseling Skill Building

• 1.  Continue practicing counseling skills with your partner.  When you play a counselor’s role
• Use your skill partner’s own words (not your interpretation of them).
• Try to focus on multicultural issues.
• Utilize skills you have learned from quantitative research.
• Identify type of counseling skill you are using.
• Practice “listening” skills.
• Pay attention to “client’s” non-verbal language.
• * Identify type of ethical issues.

            2.   When you play a client’s role, give your feedback to your partner (counselor’s role)

     about

• Ability to use your own words.
• Multicultural counseling skill competency.
• Ability to utilize skills from quantitative research.
• Type of counseling skill used.
• Ability to listen.
• Ability to pay attention to non-verbal behavior.
• *Type of ethical issues.
• 3.When you are an observer during the videotaping session, please take notes in relation to “counselor’s”

(1)  Ability to use the “client’s” own words.

(2)  Multicultural counseling skill competency.

(3)  Ability to utilize skills from quantitative research.

(4)  Type of counseling skill used.

(5)  Ability to listen.

(6)  Ability to pay attention to non-verbal behavior.

(7) *Type of ethical issues.

• 4. When you are a camera person, maximize camera use to assist the therapeutic process. Try to focus on the person’s meaning making through non-verbal language. Capture both client’s and counselor’s body, hand, eye, lip, etc. movement. Try to be creative with the camera to express your way of understanding dynamics involved in a therapeutic relationship. Share what you observed in relation to #3 (1) – (7).

              *when relevant

It is very important for you to give evidence based feedback from your notes ratherthan conceptual feedback.  Use “I” message.  Make sure you point out strengths.  When you want to point out weakness, try to phrase your critique in an empathic question form. Utilize video sessions to learn about you and your group. I often have observed some of you not taking notes or engaged in learning through observation.  When you are not fully engaged in the counseling activity you are not only cheating on your opportunity to learn through observation and critique, but you also are taking away the opportunity for your class member to learn by not giving sincere feedback from your full presence.  Ask yourself questions like,  “Is my behavior ethical (individualism vs. collectivism ; self vs. community)?”  “Am I acting as a responsible learner and community member?” when you are distracted.  Feedback time should be evenly distributed among all members (one member should not be monopolizing the time).

Your videotapes will be used for evaluation and critique. There will be both small group and large group (whole class) evaluations and critiques throughout the quarter.

5.   Practice multicultural psychological counseling skills at your internship site.  Journal

                  feedback (i.e. what worked, what did not work, what you have learned from applying

                  the skills in the real world, etc.) and share during internship processing.

           G.  Learning Professional Ethicsthrough Personal Reflection

           1.  Bring issues and questions from “Decoding the Ethics Code” and “Laws
                relating to Psychologists”.  Make sure you state your views in relation to ethical
                codes (standards) and/or the laws rather than your personal opinions.

           2.  Examine your own ethics and integrity.  Reflect back to your internship experience 

   and your own actions in relation to carrying out the program commitment.  For

 example, how ethical are you if you are frequently late to skill practice which delays     

 your group’s skill practice?  How ethical are you if you are working on Learning       

 Summary revisions during class or during counseling skill practice?

            H.   Presentation of Creative Project ……..  Due on the  10th Week

             1.  It has to be your own original work during Spring quarter.  You were  

     chosen for the program.  Figure out why you were chosen for the program and what  

     role you have been playing in the learning community.  How your role in    

     the learning community has been similar and different from your other roles in your     

     life.  Express your role transformation or maintenance in relation to a particular topic

     during spring quarter program content.

• it can be a writing, performance, music (your own original), three

      dimensional artwork, visual images, movement, carpentry, painting, etc.

• your work will not be judged on the basis of hierarchical, dichotomous

and linear perspectives.  It will be evaluated on the basis of a holistic perspective with emphasis on your own process and originality.  So, do not be anxious on the basis of your own self-judgment about your ability to be creative.  All of us are creative and the learning from the program is your own and not comparable to any others.  Be courageousto be who you are and do not compare your learning, your process of meaning making, and your final product of expression.  Transcend old myths and transform into who you really are. 

• it can be a group project as long as you spend an equal amount of time, effort,share expenses equally, and have a way of synthesizing the program content.
• introduce your theme to the learning community before your presentation 

       project with your small group members from the beginning stage.

• give brief written feedback to each member of the learning community for

his/her creative projects.  Access forms from the program web page.

III.  READING LIST

American Psychiatric Association.  (2000).  DSM-TR:  Diagnostic and statistical manual of

            Mental disorders.  (4th ed.).  Washington, DC:  Author.

Casavant, J.  (2004).  Walking wounded.  Port Arthur, TX:  Yellow Rose Books. 

Fisher, C.  B. (2003).  Decoding the Ethics Code:  A practical guide for psychologists.  Thousand

Oaks, CA:  Sage Publication. 

Hart, A.  (2001).  Unmasking male depression.  Nashville, TN:  W. Publishing Group. 

Kidd, S.  M.  (2002).  The secret life of bees.  New York:  Penguin Books.

Miller, S., & Miller, P.A.  (1997).  Core communication:  Skills and processes.    Littleton, CO:

Interpersonal Communication Programs, Inc.  

Monette, P.  (2004).  Becoming a man:  Half a life story.  New York:  Perennial.

Progoff, I.  (1992).  At a Journal Workshop.  New York:  Jeremy P. Tarcher/Putnam, a member of 

            Penguin Putnam Inc.    

Rogers, A.  (1996).  A shining affliction.  New York:  Penguin Books. 

Slater, L.  (1997).  Welcome to my country. New York:  Anchor Books/Double Day. 

Zweig, C., & Abrams J.  (Eds.).  (1991).  Meeting the shadow.  New York:  Jeremy P.

            Tarcher/Putnam, a member  of Penguin Putnam Inc. 

IV.  WEEKLY SCHEDULE            *italics:sections from the text(s) **Bold**:  seminar text(s)